VI Technology Integration Curriculum Mapping Unit Template Grade 7 Weather || Stage 1 - Desired Results
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Science Content Standard(s) Addressed: S7.ESS.3 The learner will be able to describe how the global patterns of atmospheric movement influence catastrophic events such as hurricanes/cyclones and tornadoes. Other Content Area Standards Addressed:
NETS-S Standards Addressed:
1.
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
c.
use models and simulations to explore complex systems and issues.
d.
identify trends and forecast possibilities.
2.
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.
develop cultural understanding and global awareness by engaging with learners of other cultures.
d.
contribute to project teams to produce original works or solve problems.
3.
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a.
plan strategies to guide inquiry.
b.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d.
process data and report results.
4.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a.
identify and define authentic problems and significant questions for investigation.
b.
plan and manage activities to develop a solution or complete a project.
c.
collect and analyze data to identify solutions and/or make informed decisions.
d.
use multiple processes and diverse perspectives to explore alternative solutions.
5.
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.
advocate and practice safe, legal, and responsible use of information and technology.
b.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.
demonstrate personal responsibility for lifelong learning.
d.
exhibit leadership for digital citizenship.
6.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.
understand and use technology systems.
b.
select and use applications effectively and productively.
c.
troubleshoot systems and applications.
d.
transfer current knowledge to learning of new technologies.
||
Enduring Understanding/Goal Students will understand: › Layers of the atmosphere, water cycle, global winds, Coriolis effect, barometric pressure, relative humidity, temperature, rain gauges, anemometer, convection currents, radiation, clouds and clouds cover › Global weather patterns in order to understand local weather › How to forecast the weather by reading the sky › How to predict weather due to changes in air pressure › How to predict weather by observing cloud patterns
Essential Question(s): › To what degree can weather be predicted? › How do global patterns affect local patterns? › How do storms evolve?
|| Student objectives (outcomes): Students will be able to: › Compare and contrast local and global weather conditions › Compare and contrast local and global weather patterns › Analyze and interpret satellite images and Doppler radar to real-time ground observations. › Make predictions based on data collection
||
|| Stage 2 – Assessment Evidence
||
Performance Task(s): Students will: › Read and record weather using scientific instruments › Compare the data from school’s weather station and nearby airport › Create a multimedia presentation demonstrating an understanding of weather patterns › Create a spreadsheet to collect and graph data to compare and contrast weather patterns › Use Google Earth overlays to demonstrate the understanding of a weather phenomena
Other Evidence of Student Understanding: › Label diagram of the layers of the atmosphere (pre-assessment) › Google Earth overlays › Journal or blog of communication between students from other parts of the world detailing weather difference between the two locals › Field Trip / Interview Rubric › Weather reports with comparative tables based on weather station data › Team Assignment: Weather report (summative)
|| Stage 3 – Learning Plan
||
Learning Activities: This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what: › the students will do during the class to prepare them for the outcomes you expect of them. › the teacher will do to guide the learning Essential Question(s): To what degree can weather be predicted? Lesson 1 (2-4 days) Lesson Plan/Activities · K-W-L activity on background knowledge of weather · Students will be introduced real-time data on weather by using www.NOAA.gov · Remote sensing exercise to determine how satellites read · Homework: Students will view local weather report and begin a weather log to summarize their findings · Create a weather station (i.e. barometers, rain gauges, anemometers, etc.) Resources Prentice Hall Textbook Weather and Climate www.undergroundweather.com www.noaa.gov V.I. Alert Local newspaper Local and international news
Essential Question(s): How do global patterns affect local patterns? Lesson 2 (4-5 days) Lesson Plan/Activities · Hurricane tracking map · Create Keyhole Markup Language (KML) overlays for Google Earth Resources Prentice Hall Textbook Weather and Climate www.noaa.gov www.weather.com www.intellicast.com Google Earth (Overlays) Essential Question(s): How do storms evolve?
Lesson 3 (10 days) Lesson Plan/Activities · Exploring global patterns of weather cycles (Africa – Caribbean) · Use six factors of hurricane (or typhoon) formation and apply them to selected locations around the world to determine storm formation · Compare and contrast weather predictions for the Virgin Islands versus other global locals · Field Trip to visit Hurricane Hunters plane, VITEMA, and/or Interview a Meteorologist or local weather expert · Communicate with students from other parts of the world about their local weather (i.e. video conference, blog, wikis, Skype, email, ePals etc.) · Team Assignment: Conduct a weather report of a historic storm. Resources Prentice Hall Textbook Weather and Climate www.noaa.gov VITEMA
Unit Overview (Description)
Learning Activities (Lesson Plans)
Describe each lesson that supports your unit’s enduring understandings and curriculum/technology standards. In each description, explain how the lesson incorporates student-centered learning, project-based or inquiry-based learning, NETS and 21st century skills. Include formative and summative assessments that are associated with the lesson. Fully cite resources (print materials, organizations, software, web resources, etc.) that are used to support the lesson’s content.)
Lesson
Duration
Activity Plan
1
__ days
Essential Question(s):
Lesson Plan/Activities: (describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Resources:
2
days
Essential Question(s): Lesson Plan/Activities: (describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Resources:
3
days
Essential Question(s):
Lesson Plan/Activities: (describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Resources:
4
__ days
Essential Question(s):
Lesson Plan/Activities: (describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Resources:
Culminating Summative Performance Task:
Please add here a description of your culminating summative assessment. Prepare this as if you are introducing this assignment to your students for the first time. Therefore, you will likely need a handout that describes the project, sets expectations and deadlines, etc.
Unit Template Grade 7
Weather
|| Stage 1 - Desired Results
||
S7.ESS.3
The learner will be able to describe how the global patterns of atmospheric movement influence catastrophic events such as hurricanes/cyclones and tornadoes.
Other Content Area Standards Addressed:
NETS-S Standards Addressed:
||
Students will understand:
› Layers of the atmosphere, water cycle, global winds, Coriolis effect, barometric pressure, relative humidity, temperature, rain gauges, anemometer, convection currents, radiation, clouds and clouds cover
› Global weather patterns in order to understand local weather
› How to forecast the weather by reading the sky
› How to predict weather due to changes in air pressure
› How to predict weather by observing cloud patterns
› To what degree can weather be predicted?
› How do global patterns affect local patterns?
› How do storms evolve?
|| Student objectives (outcomes):
Students will be able to:
› Compare and contrast local and global weather conditions
› Compare and contrast local and global weather patterns
› Analyze and interpret satellite images and Doppler radar to real-time ground observations.
› Make predictions based on data collection
||
|| Stage 2 – Assessment Evidence
||
Students will:
› Read and record weather using scientific instruments
› Compare the data from school’s weather station and nearby airport
› Create a multimedia presentation demonstrating an understanding of weather patterns
› Create a spreadsheet to collect and graph data to compare and contrast weather patterns
› Use Google Earth overlays to demonstrate the understanding of a weather phenomena
› Label diagram of the layers of the atmosphere (pre-assessment)
› Google Earth overlays
› Journal or blog of communication between students from other parts of the world detailing weather difference between the two locals
› Field Trip / Interview Rubric
› Weather reports with comparative tables based on weather station data
› Team Assignment: Weather report (summative)
|| Stage 3 – Learning Plan
||
This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what:
› the students will do during the class to prepare them for the outcomes you expect of them.
› the teacher will do to guide the learning
Essential Question(s): To what degree can weather be predicted?
Lesson 1
(2-4 days)
Lesson Plan/Activities
· K-W-L activity on background knowledge of weather
· Students will be introduced real-time data on weather by using www.NOAA.gov
· Remote sensing exercise to determine how satellites read
· Homework: Students will view local weather report and begin a weather log to summarize their findings
· Create a weather station (i.e. barometers, rain gauges, anemometers, etc.)
Resources
Prentice Hall Textbook Weather and Climate
www.undergroundweather.com
www.noaa.gov
V.I. Alert
Local newspaper
Local and international news
Essential Question(s): How do global patterns affect local patterns?
Lesson 2
(4-5 days)
Lesson Plan/Activities
· Hurricane tracking map
· Create Keyhole Markup Language (KML) overlays for Google Earth
Resources
Prentice Hall Textbook Weather and Climate
www.noaa.gov
www.weather.com
www.intellicast.com
Google Earth (Overlays)
Essential Question(s): How do storms evolve?
Lesson 3
(10 days)
Lesson Plan/Activities
· Exploring global patterns of weather cycles (Africa – Caribbean)
· Use six factors of hurricane (or typhoon) formation and apply them to selected locations around the world to determine storm formation
· Compare and contrast weather predictions for the Virgin Islands versus other global locals
· Field Trip to visit Hurricane Hunters plane, VITEMA, and/or Interview a Meteorologist or local weather expert
· Communicate with students from other parts of the world about their local weather (i.e. video conference, blog, wikis, Skype, email, ePals etc.)
· Team Assignment: Conduct a weather report of a historic storm.
Resources
Prentice Hall Textbook Weather and Climate
www.noaa.gov
VITEMA
Unit Overview (Description)
Learning Activities (Lesson Plans)
Describe each lesson that supports your unit’s enduring understandings and curriculum/technology standards. In each description, explain how the lesson incorporates student-centered learning, project-based or inquiry-based learning, NETS and 21st century skills. Include formative and summative assessments that are associated with the lesson. Fully cite resources (print materials, organizations, software, web resources, etc.) that are used to support the lesson’s content.)
Lesson Plan/Activities:
(describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Resources:
Lesson Plan/Activities:
(describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Resources:
Lesson Plan/Activities:
(describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Resources:
Lesson Plan/Activities:
(describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Resources:
Please add here a description of your culminating summative assessment. Prepare this as if you are introducing this assignment to your students for the first time. Therefore, you will likely need a handout that describes the project, sets expectations and deadlines, etc.